Disruptive Classroom Behavior Research Articles

Perspective-Taking by Teachers in Coping with Disruptive Classroom Behavior: A Scoping Review

Perspective-Taking by Teachers in Coping with Disruptive Classroom Behavior: A Scoping Review

University Teachers’ Strategies in Dealing with Disruptive Classroom Behaviours in Nepal

Unwanted behaviours of students that impede the normal functioning of the classroom has become a centre of concern of the majority of the teachers and university teachers are also no exception to this matter. This paper is an attempt to explore teachers’ approaches and strategies in dealing with “disruptive” behaviour in Nepalese university classrooms. Using non-random sampling, 15 university teachers who have more than five years of teaching experience in the corresponding fields were chosen as the participants of the study. The tools for data collection were an open-ended questionnaire and a semi structured interview and they were administered following all ethical considerations. The study, based on Dreikurs’s mistaken model for classroom management (1968), found that teachers divided teachers’ talking time (TTT) and students’ talking time (STT), minimized their talking time, played an instrumental role in not allowing students to divert the academic discussion into non-academic ones. Then, the teachers and students collectively formulated dos and don’ts before the semester began and whenever there was a disruption in most of the contexts, those rules and regulations were acknowledged and stopped students from monopolizing classroom discussion.

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

AbstractParaprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed‐method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a sample of 215 paraprofessionals from 62 schools, results indicated that paraprofessionals deliver interventions and supports to individual and small groups of students, often serve students who exhibit disruptive classroom behavior, and students who are eligible for special education services. Work setting consists primarily of a single classroom (general or special education) with multiple students. Paraprofessionals reported receiving 1–2 h of workshop‐based professional development per year which is not job‐embedded in the classroom settings. Nearly all participants reported the need for additional training in one or more topic areas with behavior management strategies, the most frequently identified are of training need. Implications for practice are discussed.

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.

School Composition, Disruptive Classroom Behaviour and Student Results: A Study of Mechanisms of Peer Effects

This study analyses whether disruptive classroom behaviour affects students’ results in Swedish lower secondary schools (N = 1704), measured by the schools’ grade point averages (GPA). The data, collected from the Swedish school authorities, comprises variables on schools’ pupil composition, classroom environment and student mean grades. Previous research has shown that disruptive classroom behaviour has a negative impact on students’ results. This study finds such effects. The effect size reported is equal to the reported GPA differences between boys and girls. Results show that some of the original effects of school compositional variables are mediated through disruptive behaviour.

The Interactive Virtual Training for Teachers (IVT-T) to Practice Classroom Behavior Management

In this article, we discuss the 3D Interactive Virtual Training for Teachers system (IVT-T) which we built for teachers to hone in their classroom management skills. By interacting with thirty fully autonomous and animated realistic 3D virtual students in two detailed and realistic 3D classrooms, teachers can practice their behavior management and receive feedback and reflection opportunities on their performances. Lack of experience in managing students’ disruptive behavior in classrooms is one of the main causes of teacher turnover and IVT-T provides them with such an experience in virtual reality using 3D graphics and spatialized sounds. IVT-T is a low-cost stand-alone fully autonomous system that teachers can interact with on their laptop, without special equipment or personnel to operate the system. Although previous training systems for teachers have been successfully developed, requirements to guide future research and development of such systems have not been established. We present a set of six requirements (Behavioral Fidelity, Environment Fidelity, Instructional Design, Autonomy, Interactivity, and Scalability) for VTEs for teachers established from our survey of the literature and from our iterative lifecycle activities to build IVT-T. We describe IVT-T’s modular architecture designed to meet these VTE requirements and to enable the addition of an integrated intelligent tutor. We evaluated IVT-T to assess whether all requirements have been met. The evaluation of the behavioral and graphical fidelity of our virtual students conducted by education experts using mixed methods indicated that IVT-Ts graphics and students’ behaviors were very realistic. The evaluation of IVT-T’s User Interface (UI) usability confirmed IVT-T’s effectiveness, efficiency, and learnability. We present current findings supporting the soundness of IVT-T instructional design. We conclude with implications of our proposed requirements for future VTEs for learning social skills, and our future plans for IVT-T.

Results of a “Psychologically Wise” professional development to increase teacher use of proactive behavior management strategies

AbstractProactive behavior management (PBM) has been shown to improve behavior in students with and without disabilities, yet teacher use of such strategies is often low. One barrier to the implementation of PBM is teacher beliefs that contradict a proactive approach to behavior management in favor of a punitive approach. The present study piloted a professional development program using “wise interventions” from social psychology to increase supportive beliefs and use of PBM in school personnel servicing children with disruptive classroom behavior with or at‐risk for disabilities. Twelve participants from a private special education program (SEP) and 10 participants from a public district met in small groups to review research, read testimonials, and engage in reflective writing about PBM. From before to after participation, SEP staff significantly increased their reported use of PBM and maintained these increases at 6‐month follow‐up. Public district participants also increased their reported use of PBM, however, this increase was not significant and declined 6 months later. A significant proportion of participants reported that the program changed how they think about behavior management. Implications for increasing teachers' supportive beliefs and use of PBM are discussed.

The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator

Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants.

Mood, Being-with-others and Disruptive Behavior in the Classroom: A Psychological Perspective Encounters Phenomenology

This article is part of the project “Teachers’ Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms”. Questions raised are how disruptive behavior could affect teachers’ being-with-students and how moods could influence how they cope with such behavior. I argue that classroom practices are characterized by “shared attunement” and that there is an interdependence between teachers and students. Another argument is that disruptive behavior could influence teachers’ moods negatively. I also explore how teachers could navigate these moods when they encounter student-behavior they perceive as challenging. The analysis in the article has its roots within the field of psychology. It is interested in crossing this with phenomenology in the context of how teachers cope with disruptive behavior in classrooms.

Changes in Disruptive Behavior Mediated by Social Competency: Testing the STARS Theory of Change in a Randomized Sample of Elementary Students

AbstractObjective: We tested the hypothesis that the positive impact of STARS (Self-Management Training and Regulation Strategy) participation on disruptive classroom behavior was mediated by impro...

Philosophy of Education: The Role of Teachers’ Scepticism Instruction to Solve Students’ Disruptive Behaviour in English Learning Activity in Smp Islam Boyolali

Philosophy of education concern of nature aim problem and phenomenon in Education. One of the educational phenomenons in our country is teaching English as foreign language. Teachers have some of difficulties to deliver the material because of some factor.Teaching English in this digital era must be creative and innovative. As a teacher, we have to prepare an interested media to deliver English for students. The difficulties aspect to attend the class during English lesson is disruptive behavior. The example of students’ disruptive behavior in English classroom is eating in the class and talk to their friend. This behavior can disturb their friend during lesson. The aims of this study are to know the kind of disruptive behaviour during English lesson, to identify the teachers’ scepticism instruction, and to analysis the role teachers’ scepticism instruction to solve students’ disruptive behaviour. This study is descriptive qualitative method. The instrument of the data is observation during English classroom activity to know what kind of disruptive behaviour done by students and their reason why did that and how teacher solve this problem during English lesson activity. The result of this study show that some students have disruptive behaviour such us eating and talk without permission during English lesson. Most of the reason why they did that because of feel bored during classroom activity, and did not understand what the meaning of sentences. The teacher’s scepticism instruction give students interest in English lesson. The teacher use epistemological, constitutive, linguistic meaning to ask students the instruction.

Student-Teachers’ Experiences and Strategies of Managing Disruptive Behaviours in Tanzania Secondary Schools.

This paper reports on student-teachers’ experiences during a six-week teaching practicum of disruptive classroom behaviours by students in selected Tanzanian secondary schools and the strategies that the student-teachers employed to manage them. Questionnaire and semi-structured interviews were employed to collect data from 70 student-teachers. Using qualitative thematic analysis and descriptive quantitative analysis strategies, it was revealed that student-teachers did very little to enhance appropriate classroom behaviours. Instead, they relied on punitive strategies such as punishment to deal with disrupting students. Reliance on punitive measures limited their ability to use positive feedback, tolerance and relational support strategies, which are regarded as more effective in fostering appropriate classroom behaviours by empowering students to take control of their own behaviour. These findings have important implications for teacher training programmes, and students learning. The paper concludes by asserting that like any other lessons, appropriate behaviours in classrooms need to be taught and nurtured not simply demanded.

Disruptive behavior in regular classrooms of Machala: case study

The present research refers to the interaction of students with disruptive behavior in regular classrooms, for which purpose it was proposed to determine how the interaction of children in regular classrooms is generated in a context in which inclusion must prevail, during the 2019-2020 school period. The methodological approach is qualitative-quantitative in nature, supported by theoretical and empirical methods, where direct observation, a survey of teachers, and discussions with the psychologists of the selected educational center were used. The results obtained demonstrate that the interaction in groups of schoolchildren concentrated in a very large classroom becomes chaotic and uncontrollable due to more effort promoted by teachers and pedagogical and emotional support staff. It was concluded that the interaction of students with disruptive behavior generates emotional conflicts in the classroom, which affects the normal development of intra-class activities and harms the performance of children who do want to learn, and harms their grades and appropriation of the provided knowledge.

Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective

Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for low-achieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students’ ratings of a target student who displayed disruptive behavior (instead of unobtrusive behavior) in a vignette would evoke lack-of-effort attributions for academic failure through students’ expectations of teachers’ reprimands. In order to account for the nested data structure (vignettes nested in participants), we applied multilevel analysis while testing for mediation effects. Results showed that the disruptive behavior of a target student triggered lack-of-effort attributions in students instead of lack-of-ability attributions for low academic achievement. This effect was mediated by students’ expectations of teachers’ reprimands. In addition, low-achieving students showing disruptive behavior were perceived as more popular but less liked personally and as more masculine and less feminine. The study adds to the understanding of disruptive behavior in class as an attempt of poor-performing students to elicit face-saving attributions for academic failure and enhance their peer status.

Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study.

BackgroundMany adolescents in special education are affected by anxiety in addition to their behavioral problems. Anxiety leads to substantial long-term problems and may underlie disruptive behaviors in the classroom as a result of the individual’s inability to tolerate anxiety-provoking situations. Thus, interventions in special needs schools that help adolescents cope with anxiety and, in turn, diminish disruptive classroom behaviors are needed.ObjectiveThis study aimed to evaluate the effect of a virtual reality biofeedback game, DEEP, on daily levels of state-anxiety and disruptive classroom behavior in a clinical sample. In addition, the study also aimed to examine the duration of the calm or relaxed state after playing DEEP.MethodsA total of 8 adolescents attending a special secondary school for students with behavioral and psychiatric problems participated in a single-case experimental ABAB study. Over a 4-week period, participants completed 6 DEEP sessions. In addition, momentary assessments (ie, 3 times a day) of self-reported state-anxiety and teacher-reported classroom behavior were collected throughout all A and B phases.ResultsFrom analyzing the individual profiles, it was found that 6 participants showed reductions in anxiety, and 5 participants showed reductions in disruptive classroom behaviors after the introduction of DEEP. On a group level, results showed a small but significant reduction of anxiety (d=–0.29) and a small, nonsignificant reduction of disruptive classroom behavior (d=−0.16) on days when participants played DEEP. Moreover, it was found that the calm or relaxed state of participants after playing DEEP lasted for about 2 hours on average.ConclusionsThis study demonstrates the potential of the game, DEEP, as an intervention for anxiety and disruptive classroom behavior in a special school setting. Future research is needed to fully optimize and personalize DEEP as an intervention for the heterogeneous special school population.

Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes

A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training benefits. This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartner™ [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depending on the combination of the baseline levels of classroom disruptive behavior and teacher distress; it appears that the program impacts were greatest in the highest risk circumstance (i.e., high teacher stress and elevated challenging student behaviors). For those classrooms, those assigned to intervention evidence improved behavior and student achievement compared to control counterparts by the spring of the training year, relative to the fall baseline (d = 0.18–0.70 depending on outcome). This study is significant in that it highlights effects during a critical window of training and coaching for early career teachers and the need to consider teacher and classroom contextual factors that may moderate professional development efforts.

Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom. 
 
 Keywords
 Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

Examining the Efficacy of Conjoint Behavioral Consultation for Middle School Students With Externalizing Behavior Problems

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent–teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and teachers of four middle school students with externalizing behavior problems. Disruptive classroom behavior data were examined in a concurrent multiple baseline across participants design. Parent–teacher relationship, competence in problem-solving, and acceptability data were examined descriptively. Findings suggested improvements in disruptive behavior for each participant. However, limitations impeded interpretations. Parent–teacher relationship data were inconclusive. Six out of eight parents and teachers with pretest and posttest data reported improvements in their competence in problem-solving. All parents and teachers perceived the consultation process favorably. Limitations and future directions are discussed.

Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

The gap in educational achievement between African American males and their peers plays a key role in one of the most substantial problems facing American society (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Picanta, 2011). However, the challenges faced by those working to narrow the achievement gap between African American males and their counterparts continue to persist. The purpose of this study was to explore the impact of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on disruptive classroom behavior among African American males. The researchers also examined whether Positive Behavior Intervention and Support (PBIS), counseling, and mentoring had an impact on reading scores of African-American male students in Pre-K through fifth grade. Prior studies in this area indicated that participation in PBIS was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. Findings in this study seemed to be consistent with those studies. However, researchers did find participation in counseling to be a significant predictor of disruptive behaviors among African American male students in Pre-K through fifth grade.

Effects of Response Cards on Fourth-Grade Students’ Participation and Disruptive Behavior During Language Arts Lessons in an Inclusive Elementary Classroom

Many teachers state that disruptive behavior in their classroom is one of their main challenges, and it often results in a loss of instructional time. Teachers also have difficulty in providing opportunities for their students to be actively engaged in their own learning. This study used an ABAB reversal design to investigate the effects of preprinted response cards on students’ participation and disruptive behavior in a fourth-grade inclusive elementary classroom during language arts instruction. The findings of this study showed that the use of preprinted response cards resulted in increased participation for all five target students. Limitations of the study, areas for future research to investigate, and implications for practice are discussed.